Contents

Gather a collection of objects from around the room on a tray, and bring them to a mat or table.

Take an item from the tray and hold it for the child to see. Say the object's name and encourage the child to repeat it.

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Objects of the Environment

Materials

The objects of the environment such as chair, table or lamp

Notes

From the first day the child enters the classroom, language lessons must be given to him. As you teach the children the language for the objects in their environment, they will not only gain vocabulary, but the new children will be helped in the orientation of their new environment. For this lesson, the directress should begin with very broad classifications. Later, the directress can move on to sub-classifications. The directress should simply remember to work from simple to more complex groups of vocabulary. It is also important to present the child with words that he has already had some experience with or knowledge of. The child may or may not already know the vocabulary, but it is important to remember to give the child a base in language. The lessons should always include movement and when done formally, should be done in a Three Period Lesson style. And remember, for the new child, there are never too many lessons in vocabulary enrichment!

Presentation

Before beginning, choose three words that you will teach. For example: floor, wall, and ceiling.

Assemble a small group of children to work with.
Bring them all to a quiet area in the classroom.
Have them all sit on the floor comfortably and in a way where they can all see you and you can see all of them.
Name one of the things. For example, start with the floor.
Say, as you touch the floor, “ This is the floor.”
Then repeat but have the children repeat with you. (The children may want to touch the floor with you.)
Then stand up and go over to the wall. Touch the wall and say, “This is the wall.” Go back and have a seat with the children.
Repeat with the children, as done for the word “floor”.
Then point to the ceiling and say, “That way up there is the ceiling.”
Repeat with the children and have them point to the ceiling.
Repeat the naming for each of the things.
Then ask one child at a time to show you one of the three.
You can have the child get up to touch the wall or point to the ceiling with both hands or rub the floor with their hand.
Repeat until the children are comfortable with these three words. Then have each student name the different things.
Once they all are comfortable naming the floor, wall, and ceiling, dismiss one child at a time by having them tell you what specific form of work they will go off to do.
Other examples for word categories are: